匿名约束式反馈对学生在EFL写作中反馈行为影响的实证研究  

An Empirical Study on the Influence of the Anonymous Restrictive Editing on Students' Feedback Behavior in EFL Writing

作　　者：史子明[1] 康卉[2] 

机构地区：[1]大连大学日本语言文化学院,辽宁大连116622 [2]大连外国语大学软件学院,辽宁大连116044

出　　处：《大连大学学报》2014年第2期134-137,共4页Journal of Dalian University

基　　金：2011年辽宁省社会科学规划基金项目(L11DYY031);2012年辽宁省社会科学规划基金项目(L12DYY014);2013年度大连外国语大学科研基金项目(2013XJQN28)

摘　　要：EFL写作教学中的同伴反馈及同伴和教师组合的反馈对学生英文写作水平的提高有着积极的促进作用,在写作教学的反馈训练中采用匿名约束反馈方式。并根据此模式搭建网络平台,以使匿名约束反馈得以高效、顺利地进行。为进一步研究匿名约束反馈方式在EFL写作教学中的作用,对东北某外国语大学信息专业两个年级的学生进行两年的实验跟踪。通过数据统计、访谈、观察等实证研究,得出关于学生反馈行为方面的改变有:1.学生反馈的内容由只关心具体到宏观具体都关注;2.学生在反馈过程中自信心增强;3.学生反馈的质量增高;4.学生更加注重对反馈的学习。Peer editing and the combination of peer and teacher editing are of active effects to EFL writing. Anonymous restrictive editing is proposed upon the theory and relevant networks are built to carry out this teaching mode effectively. To further study the effect of this editing style on EFL writing teaching, an experiment is conducted targeting students in a university of foreign languages in Northeast China. The findings concerning the changes of students＇ editing behaviors in the peer editing process are as follows： 1. Students＇ attention on the macro aspects of the edited articles is increased, yet it can still be further enhanced; 2. Students＇ confidence in peer editing is increased; 3. The editing quality is increased; 4. Students focus more on the study of editing.

关 键 词：EFL写作 反馈 匿名 约束 

分 类 号：H059[语言文字—语言学]